CTC Common Standard 1 Institutional Infrastructure

Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs. Within this overall infrastructure:

The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among and is clearly represented in all educator preparation programs. This vision is consistent with preparing educators for California public schools and the effective implementation of California鈥檚 adopted standards and curricular frameworks.

College of Social Sciences and Education Mission and Goals

Educator Preparation Programs Mission and Vision

Mission
乐播传媒app最新版本 Educator Preparation Programs cultivate school, university, and community partnerships that prepare highly qualified education professionals, who work collaboratively to nurture an equitable and informed education community.

Vision
The 乐播传媒app最新版本 Educator Preparation Programs will be the nexus of a network of ethical educational leaders who promote student growth and improve the quality of life in their communities.

Theme
鈥淓xpanding minds. Engaging hearts. Enhancing communities.鈥�

乐播传媒app最新版本 (乐播传媒app最新版本) is in the southern San Joaquin valley in the city of Bakersfield, California. 乐播传媒app最新版本 is a publicly funded regional university and began offering educator credentials in 1971. Primarily a commuter school, 乐播传媒app最新版本 draws many of our first-generation students from the Kern, Tulare, and Los Angeles County areas. University enrollment for undergraduate and graduate students is at 11,000 with educator candidates making up five percent of the student population. 乐播传媒app最新版本 is a Designated Hispanic Serving Institution (HSI) and 50% of our educator candidates identify as Hispanic/Latinx. The Educator Preparation Programs (EPP) are housed in the College of Social Sciences and Education (SSE). Our geographic area and demographics provide a rich base from which to support the development of equity-minded educational leaders who are prepared to support the diverse population we serve in California.

The University and SSE provide the foundation for the EPP鈥檚 approach to developing equitable educational leaders. That foundation connects the diverse history of the University and School with the EPP鈥檚 philosophies, goals, and standards. In 2019, the EPP revised its mission, vision, and assessment system to strengthen the EPP alignment with the University and School missions. Building on the 乐播传媒app最新版本 central tenets to develop ethical community leaders through a commitment to scholarship, ethical behavior, and diversity, the educator preparation programs work collaboratively to ensure all candidates are supported to develop assets-based, equity-driven, and inclusive practices for birth to age 22 (Banks, 2019; Moll et al., 1992). This is achieved by preparing candidates to manage and lead their school communities and learning environments and influence their policy contexts.

Woven into the EPP鈥檚 mission and vision is the expectation to develop in candidates the knowledge, skills, and abilities required to equitably educate all students (Banks, 2019; Darling-Hammond, 2010; Evans-Santiago, 2020). Ladson-Billings (2017) notes that 鈥渨e teach what we value鈥� (prologue). Faculty model and prepare candidates to use culturally sustaining practices (Paris & Alim, 2017) to develop competencies for working with the diverse student population in California. Cultivating supportive learning partnerships with partner schools to identify and address inequities of student achievement and well-being is central to ensuring state standards and frameworks are foci for candidate work. The programs engage with candidates and local partners to cultivate supportive learning partnerships to reduce disparities in educational outcomes and to diversify the educator workforce in California.

We are guided by the philosophy that all individuals in our society have the right to be educated in the least restrictive environment that fulfills their individual needs. We aim to help all children become productive and participating members of society by developing their optimal potential. The EPP seeks to prepare educator advocates who are leaders in their communities and invested in developing students as capable and compassionate change-agents. Within the programs and pathways, the EPPs 鈥渁im to get it right with all youth鈥� (Muhammad, 2020) by implementing transformative practices that build upon the voices of marginalized people in order to connect with and learn about the students that the candidates will work with in educational settings. Through advocacy, we want to support all schools to have transformational educators who prepare and inspire students to create more just, inclusive, and informed communities (Shields & Hesbol, 2020). ()

The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs.

We are fortunate to host and participate in multiple committees at the CSU, university, school, program, and community levels to guide the programs and the preparation of our educator candidates ().

The education unit ensures that faculty and instructional personnel regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation.

乐播传媒app最新版本 educator preparation programs regularly and systematically collaborate with colleagues in the university, school, and community to support organization, coordination, and decision making to improve and enhance 乐播传媒app最新版本 educator preparation.

University and School

乐播传媒app最新版本 University Handbook

School Committees

乐播传媒app最新版本 Dean鈥檚 Advisory Council

乐播传媒app最新版本 Educator Preparation Program Committee

Advanced Education Department Meetings

Educational Administration Program Meetings

Educational Counseling Program Meetings

Special Education Program Meetings

Teacher Education Department Meetings

(Full Faculty)

(Tenure Track Faculty)

Credential Office Meetings

PK-12 Collaboration
Clinical Practice Memorandum of Understanding (MOUs)

乐播传媒app最新版本 Teacher Education Advisory Committee (meetings in 2020 were impacted by COVID-19)

Educational Administration Advisory Committee

Teacher Education Residency Program

Kern County Superintendent of Schools Principal and Assistant Principal Network

Antelope Valley Curriculum Articulation Council (AVCAC)

Antelope Valley SPED Advisory Committee

Kern Induction Collaborative (KIC) Meeting Schedule

Learning to Teach Advisory Committee

Grants
The Citizen Scientist Project builds the capacity of K-12 teachers and students to apply their budding competencies in computer science, science, technology, engineering, art, and math (C-STEAM) to identify and address issues of community concern in collaboration with scientists and community agencies. Through this work, we seek to democratize science by including more diverse voices in question posing, data collection, data analysis, and data-informed advocacy. Our ultimate goal is to prepare environmental and climate change literate citizens, who know how to care for each other and our home planet. We use Citizen Science as a way to capture these intersections and many partnerships contour this ever-evolving, interdisciplinary work.

The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement, curriculum, professional development/instruction, field based supervision and clinical experiences.

Please see Program Review.

The Unit Leadership has the authority and institutional support required to address the needs of all educator preparation programs and considers the interests of each program within the institution.

Please see Program Review.

Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence.

乐播传媒app最新版本 is a designated Hispanic Serving Institution. We are dedicated to recruiting and hiring faculty and staff who represent the students, candidates, and PK-12 students we serve. 乐播传媒app最新版本 is committed to promoting diversity, inclusion, and excellence and therefore, seeks applicants who are dedicated to equity and serving the University鈥檚 growing diverse student population.

School Recruitment

Advanced Education Recruitment

Teacher Education Recruitment

Educator Preparation Program Professional Development
In 2019, the EPP Equity and Social Justice Work Group was formed to support professional development for EPP faculty and staff. This group operates based on a central question of: How can this group ensure all candidates in educator preparation programs at 乐播传媒app最新版本 are prepared to collaboratively sustain immersive, authentic, equitable, and just educational experiences through a social justice lens?

Core Premises:

Injustice exists in society and education,
Educators are complicit in this injustice by their actions and inactions,
Identifying and disrupting these injustices is part of the core work of this teaching,
Disrupting injustice and advancing justice requires constant navigation with [stakeholders] to know how systems of power are expanding or limiting opportunities.

Using collaborative self-study, eight faculty engaged in critical self-reflection and informed their praxis to support the development of equity-minded educators. The work group is preparing for EPP wide professional development activities to start in Spring 2022.

University Diversity and Retention

University Employment and Recruitment

Employment at 乐播传媒app最新版本

Division of Equity, Inclusion and Compliance

Diversity, Equity and Inclusion Resources

The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field-based and clinical experiences. Qualifications of faculty and other instructional personnel must include, but are not limited to: a) current knowledge of the content; b) knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems; c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and d) demonstration of effective professional practices in teaching and learning, scholarship, and service.

Evaluation Forms

The 乐播传媒app最新版本 Student Opinionnaire of Courses and Instruction (SOCI) is given to each student in all courses. Digital and paper options are offered for each course based on modality and/or student request. Instructor SOCIs are sent to the department chair, faculty member and used in the Retention, Tenure and Promotion (RTP) evaluation process.

EPP Unit Operations Survey Data

The EPP unit wide final operations survey seeks responses from educator candidates regarding their impressions of the faculty support during the program including equity, excellence, and candidate preparation.

Employment and Retention

Part-Time lecturers also participate in their respective department鈥檚 RTP process.

Educational Administration Faculty serve as the University Supervisors for all students and are evaluated through the RTP process.

The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.

The evaluation and recommendation of all credential applications is completed by the College of Social Sciences and Education Credential Analyst. This position reports directly to the Dean of the College of Social Sciences and Education and is formally evaluated annually. Collaboration between the Associate Dean, Director of Education Assessment and Accreditation, and Credential Analyst allows for the 乐播传媒app最新版本 credential recommendation process to be consistently monitored for accuracy. The Credential Analyst makes credentialing reports available to departments and programs through the Credential Office committee meetings.

During the final term of the credential program, candidates are notified via email by the admissions advisor of the credential recommendation process, informed of any missing CTC or program requirements, and given the link to 乐播传媒app最新版本鈥檚 in-house credential recommendation application. Each application packet contains a checklist of required documents necessary to be eligible to apply for their credential.

Upon receipt of the credential application, the Credential Analyst reviews and verifies that all program criteria are met, and only qualified candidates are recommended for the credential. The credential analyst evaluates the candidate鈥檚 application to validate eligibility and that all program and state requirements have been successfully completed prior to recommendation for the requested credential or authorization. This process is completed through a review of candidate data in the 乐播传媒app最新版本 Credential database and digital document file. The database and digital document file house each candidate鈥檚 program documentation and verification of credential coursework completed through 乐播传媒app最新版本. The Credential Analyst verifies all credentialing requirements have been met and submits the recommendation using CTC鈥檚 online recommendation system for final review and issuance of the credential. Examination of the candidate database and digital files will be available during the site visit to accreditors.

With the passage of AB-130, 乐播传媒app最新版本 has a new AB-130 Coordinator who monitors the verification process and works with the Credential Analyst to ensure verifications are completed according to legislative and commission requirements. ( Basic Skills Verification, Subject Matter Competency Verification, )